The debriefing process is a critical element of simulation exercises, which are a common technique used in negotiation and mediation education. The debriefing step provides the opportunity for self- and group-reflection that enables students to turn a “game” into a learning experience. This chapter considers this aspect of negotiation pedagogy from both theoretical and practical perspectives. It emphasizes the importance of developing goals, not only for each exercise, but for each debrief. It outlines the characteristics of an effective debrief, contrasting an inductive approach with a deductive approach. Based on the authors’ experience in multiple teaching and training settings, the chapter identifies common challenges to debriefing and suggests ways to approach them, including ideas for designing debriefing structures. As an organizing technique, it provides a series of functional steps for conducting a debrief. The chapter concludes with a section on ideas for tailoring debriefing for the context of university education and executive workshops and for specific audiences based on the academic discipline, background of participants, native language, and culture.